of teachers from the Affiliated Foreign Language Middle School of Xinzhou Teachers University.
Discussion
The following discussion can be drawn from the findings of the study.
1. Although the research results show that teacher performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University is at a high level, there are gaps in different dimensions based on respondents' feedback. Of the five dimensions, both Professional development and Responsibility and accountability are at relatively high-performance levels among the five dimensions.
This shows that the Affiliated Foreign Language Middle School of Xinzhou Teachers University plays a key role in initial teacher training and in-service training of teachers in the improvement of teachers' performance, and also shows that professional development related training has been widely recognized by teachers. The findings of Waseem et. al. in Impact of Human Resource Management Practices on Teachers' Performance: A Mediating Role of Monitoring Practices confirm this finding. They argue that training design, and training development have significant predictive effects on teachers' performance. In addition, teachers of the Affiliated Foreign Language Middle School of Xinzhou Teachers University are very responsible and accountable in their daily work and take on more responsibilities and accountabilities in order to improve their performance. This is consistent with Cai and Lin's research findings in Theory and Practice on Teacher Performance Evaluation. The finding is also inseparable from the effectiveness of the evaluation and supervision methods adopted by the school. Through a good evaluation mechanism and monitored mechanism, the performance of teachers can be further improved. This is consistent with Luskova and Hudakova's approaches to Teachers' Performance Assessment for Enhancing Quality of Education at Practice. Except for the above two dimensions, the performance level of the remaining three dimensions did not exceed 4. The third dimension is better performance, where teachers generally believe that their own better performance is not actively managed, the reason may be that strict mechanisms lead to better performance but better performance does not link to
good incentives. And although the training has been obtained, the actual training effect is not ideal. These are aspects that need to be paid attention to and improved. The fourth-ranked dimension, Motivation and morale, has an arithmetic mean that is only higher than the last dimension. In this dimension, teachers acknowledge the positive effect of pay and promotion systems on better performance, but at the same time it should be noted that teachers do not have a good sense of their work and do not feel that they are being It may be because even better performance in day-to-day work is not appreciated and respected by the winner. Teachers generally feel that their earnings are not well matched to their level of performance in school work, and they feel that even their professional development efforts are not being rewarded accordingly. At the same time, the working environment provided by the school to teachers is not enough to make them feel that they can help teachers' promotion needs. Nan's research findings in Reconstruction the Content and Assessment of School Education Quality based on Teacher's performance also supported this finding. It is worth noting that the third item in this dimension is at the moderate level, which suggests that the reason teachers lack motivation for promotion is that schools do not give more support and rewards to teachers who are promoted.
2. From the results of research hypothesis 2, the hypothesis was accepted.
This shows that there was no significant difference in comparison between gender, salary and educational background of teachers on teacher performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University. This indicates that teachers in the Affiliated Foreign Language Middle School of Xinzhou Teachers University have consistent perception of teacher performance in this school even at different genders, salary, and educational backgrounds. They all recognized the school's record on teacher professional development, better performance, accountability and accountability. At the same time, it is generally believed that the performance of teachers in terms of incentives and rewards, motivation and morale has not received good feedback compared with other dimensions. The result showed that the basic view of all teachers is that the performance of school teachers is at a high level, but there is still room for improvement, especially the management,
support, compensation encouragement and respect of teachers for better performance of teachers. These are all aspects that the school needs to improve.
The research findings of Shaheen et al. in Impact of HR Practices on Performance of Teachers in Colleges of Azad Kashmir also mentioned that improvement in these aspects is necessary for a school to improve teacher performance. They considered that recruitment and selection, compensation, performance appraisal and training have a significant impact on teachers' performance. Kunangmin also mentioned the same perception in The Characteristics of Middle School Teachers' Teaching Performance and Suggestions for Improvement that the schools conditions provided to teachers can affect teacher performance, which is consistent with the findings of this study.
Recommendations for implication
Based on the data results of the opinionnaire and the discussion based on the results, the researcher made the following recommendations:
1. Schools should pay more attention to the initial training of new teachers and the in-service training of teachers after the induction, further improve the school training mechanism, and help teachers have better performance in daily work.
2. Strengthen responsibility and accountability training. Schools should strengthen the training of teachers' sense of responsibility and sense of accountability, infiltrating the content of teachers' professional ethics training, so that they can establish a professional honor, thus realizing their own social responsibility and mission, taking teaching as their own responsibility.
3. Schools should establish a more reasonable reward and punishment mechanism, restrict teachers' behavior through the system, reward teachers with excellent performance, punish teachers with poor performance, and stimulate teachers' motivation to improve their performance, and should also ensure the fairness and justice of the mechanism.
4. Schools should enhance the humanistic care for teachers, and cultivate students' respect for teachers. At the same time, school leaders sincere help and
care for teachers, fair and just treatment of every teacher, so that teachers feel a sense of belonging, feel valued, find the value of work, so as to work more motivated.
5. Build a good compensation system. The compensation system can be divided into external and internal. The external mainly refers to that the salary of the school teachers is kept at the same level as that of the local counterparts, and even the level can be improved among the peers to attract more outstanding talents and retain the outstanding teachers of the school. Internal fairness means that teachers are graded in terms of educational level, job content, work performance, scope of responsibility, etc., and different remuneration packages are formulated according to different levels to ensure that teachers can receive the benefits they deserve.
Limitation of the study
1. The research object of this study is 165 teachers from different departments in the Affiliated Foreign Language Middle School of Xinzhou Teachers University, which may be a little one-sided. In future research, we can interview the perceptions of students in schools for the variable of teacher performance. Or we can use the expert interview research method, asking experts who are experienced in the field of teacher performance for their views on teacher performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University.
2. In China, the number of researches on teacher performance is relatively small compared with foreign countries. In addition, there are not many researches on teacher performance in China and abroad based on Martin's teacher performance theory, which is not a small challenge for this study.
Recommendation for future research
1. Further research on teacher performance should be conducted, other theories may be involved, and other dimensions of teacher performance should be added to the research and discussion. This can make a more comprehensive
contribution to the school's management of teachers and to improve teachers' performance and improve teaching quality.
2. There should be a research on a specific dimension, such as the dimension of professional development in Martin's theory of teacher performance, which can specifically study the effect of training on teacher performance or the dimension of Incentives and rewards to find more specific The method of balancing the school's financial expenditure and teacher performance can help researchers to better understand the role of a specific dimension on teacher performance and provide updated ideas through such research.
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Appendices
Appendix A : content validity (IOC)
The content validity (IOC) of opinionnaire
“Class teacher competency in Jiangsu vocational college of electronic and information.”
No
Teacher
performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University
Speacialist
IOC
Pass or 1 2 3 not
1. Professional development 1
The school improve teachers’ quality and ability through initial teacher training.
+1 +1 +1 1.0 Pass
2
The school improve teachers’ quality and ability through in- service training
+1 +1 +1 1.0 Pass
3
To be a teacher with good performance, training is essential.
+1 +1 +1 1.0 Pass
2. Better performance
4
The teacher achieves better performance after they received training.
+1 +1 +1 1.0 Pass
5 The better +1 +1 +1 1.0 Pass
No
Teacher
performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University
Speacialist
IOC
Pass or 1 2 3 not
performance of teachers is actively managed.
6
The school ensure that the training and
actively managed make sustainability of better performance.
+1 +1 +1 1.0 Pass
3. Accountability and responsibility
7
Teachers have taken on more
responsibilities in order to improve their performance.
+1 +1 +1 1.0 Pass
8
The school used evaluation method to manage teacher performance.
+1 +1 +1 1.0 Pass
9
The school used regular monitoring to improve teacher accountability.
+1 +1 +1 1.0 Pass
10 The school used both +1 +1 +1 1.0 Pass
No
Teacher
performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University
Speacialist
IOC
Pass or 1 2 3 not
evaluation method and regular monitoring to manage and improve teacher performance.
4. Incentives and rewards 11
Teachers are paid to match their
performance.
+1 +1 +1 1.0 Pass
12
The school provided pay to teachers based on their career
development performance.
+1 +1 +1 1.0 Pass
13
The school provided working environment to meet the needs of teachers’ promotion.
+1 +1 +1 1.0 Pass
14
The school improve the pay to meet the needs of teachers’
promotion.
+1 +1 +1 1.0 Pass
5. Motivation and morale 15 Compensation and
promotion systems can +1 +1 +1 1.0 Pass
No
Teacher
performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University
Speacialist
IOC
Pass or 1 2 3 not
motivate teachers to perform better.
16
Teachers are satisfied with their work and feel valued.
+1 +1 +1 1.0 Pass
17
Teachers are appreciated and respected at work.
+1 +1 +1 1.0 Pass
Appendix B : questionnaire reliability
Case Processing Summary
N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's
Alpha N of Items
.957 17
Item-Total Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Cronbach's Alpha if Item
Deleted
PD1 63.30 133.734 .634 .956
PD2 63.43 132.737 .653 .956
PD3 63.20 135.269 .561 .957
BP1 63.50 129.983 .759 .954
BP2 63.50 132.603 .753 .955
BP3 63.43 128.806 .794 .954
AR1 63.27 133.168 .661 .956
AR2 63.57 129.013 .809 .954
AR3 63.53 127.430 .833 .953
AR4 63.57 126.254 .800 .954
IR1 64.07 118.823 .824 .954
IR2 64.03 122.585 .776 .955
IR3 64.00 123.724 .799 .954
IR4 64.13 121.292 .806 .954
MM1 63.53 128.671 .730 .955
MM2 63.83 127.799 .784 .954
MM3 63.70 130.286 .742 .955
Appendix C : questionnaire
Teacher Performance Survey
As a part of my Master Degree research at Silpakorn School, Thailand; I am conducting a survey that aims to learn more about teacher Performance in The Affiliated Foreign Language Middle School of Xinzhou Teachers School. There is no right or wrong answer to these questions. I am interested in knowing what you think.
All responses will be entirely anonymous.
Read the following questions carefully and select the response that best describes your personal information and your opinions.
Part 1: General information 1.Gender
□ Male □ Female
2.Salary
□ Less than 3000 Yuan □ 3001-4500 Yuan □ More than 4501 Yuan 3.Education background
□ Bachelor degree □ Higher than bachelor degree Part 2: The Teacher Performance
Please choose the one number for each question item that come closest to reflecting your opinion about it.
Where 5 means strongly agree with the item 4 means slightly agree with the item
3 means neutral (neither agree nor disagree) with the item 2 means slightly disagree with the item
1 means strongly disagree with the item
No. Items Opinion 5 4 3 2 1 Professional development
1 The school improve teachers’ quality and ability through initial teacher training.
2 The school improve teachers’ quality and ability through in- service training
3 To be a teacher with good performance, training is essential.
Better performance
4 The teacher achieves better performance after they received training.
5 The better performance of teachers is actively managed.
6 The school ensure that the training and actively managed make sustainability of better performance.
Accountability and responsibility
7 Teachers have taken on more responsibilities in order to improve their performance.
8 The school used evaluation method to manage teacher performance.
9 The school used regular monitoring to improve teacher accountability.
10 The school used both evaluation method and regular monitoring to manage and improve teacher performance.
Incentives and rewards
11 Teachers are paid to match their performance.
12 The school provided pay to teachers based on their career development performance.
13 The school provided working environment to meet the needs of teachers’ promotion.
14 The school improve the pay to meet the needs of teachers’
No. Items Opinion 5 4 3 2 1 promotion.
Motivation and morale
15 Compensation and promotion systems can motivate teachers to perform better.
16 Teachers are satisfied with their work and feel valued.
17 Teachers are appreciated and respected at work.
Thank you for answer all questions Mrs. Wang Jin Master’s Degree Student in Educational Administration
Department of Educational Administration Faculty of Education, Silpakorn University